IOSR-JHSS   Volume-19 ~ Issue-10 ~ Oct-2014

Abstract: Industrial sector plays a vital role in the development of Indian economy because they can solve the problems of general poverty, unemployment, backwardness, low production, low productivity and low standard of living etc. The Indian Government had undertaken policy reforms since 1980, but the most radical reforms have occurred since 1991, after the severe economic crisis in fiscal year 1990-91. These reforms mainly aimed at enhancing the efficiency and international competitiveness in Indian industry. After nearly more than two decades of reforms, a question that has engaged the attention of the economists in recent times is what has been the effect of these economic reforms measures on the performance of industrial sector in the post-reform period in India. To know the answer the present paper attempts to present the industrial development of India in pre reform and post reform period, and investigate the impact of globalization on industrial sector in India.

Key Words: Industrial Development, Globalisation, Economic Reforms, pre reform period, post reform period.

[1]. Government of India (2001): "Handbook of Industrial Policy and Statistics", Office of Economic Advisor, Ministry of Commerce and Industry, New Delhi, p.10
[2]. Government of India (1972), The Monopolies and Restrictive Trade Practices Act, 1969 Delhi, p.1
[3]. Government of India (2011): "National Manufacturing Policy", Department of Industrial Policy & Promotion, Ministry of Commerce & Industry, New Delhi, pp. 1-30.

[4]. Vijay L. Kelkar and Rajiv Kumar (1990) "Industrial Growth in the Eighties", Economic and Political Weekly, January 27, pp. 209-222.
[5]. Ahluwaliya, I J (1991): "Productivity and Growth in Indian Manufacturing, Oxford University Press", Delhi p. 211.
[6]. R. Nagraj (1989) "Growth in Manufacturing since 1980: Some preliminary Findings", Economic and Political Weekly, July 1, pp.1482-1483

Abstract: Violence against women is a manifestation of historically unequal power relations between men and women, which have led to domination over and discrimination against women by men and to the prevention of the full advancement of women."1 The United Nations Declaration on the Elimination of Violence against Women, General Assembly Resolution, December 1993.
Women are often in great danger in the place where they should be the safest i.e. within their families. For many "home‟ is that place where they have to face a regime of terror and violence in the hands of somebody close to them – somebody they should be able to trust. 2 It is that place that imperils lives and breeds some of the most drastic and heinous forms of violence perpetrated against women and girls. Those victimized suffer physically and psychologically. With different processes of socialization that men and women undergo, men take up stereotyped gender roles of domination and control, whereas women take up that of submission, dependence and respect for the authority.3 Afemale child grows up with a constant sense of being weak and in need of protection, whether physical,

[1]. P.K Das, "Universal Handbook on Publication on Protection of Women from Domestic Violence Act and Rule". Pg. 3, 2nd Edition, Universal law Publishing House, New Delhi (2007)
[2]. K.D Kaur, "Text Book on Indian Penal Code." Pg. 514, 4th Edition, Universal Publishing Co., New Delhi (2010)
[3]. Dr. S. Gokilavan, Dr. S.G Jelestin, "Marriage, Dowry Practice and Divorce". Pg. 21, Regal Publication, New Delhi (2008)
[4]. N.K. Archarya, "Commentary of Women from Domestic Violence Act, 2005". Pg. 23, 4th Edition, Asia Law House, Hyderabad (2010)

Abstract: This article focuses on the impact of government policies to connect upland areas with markets by extensive infrastructure expansion. The upland areas in which most of peasants have long sustained their live from subsistence agriculture were exposed to the market oriented policies, and thus have to adapt to these changes. By applying concepts of political ecology, cultural ecology and peasants, this article presents a study about the socio-cultural change of upland peasants in one village at Bolaven Plateau, southern Laos. It illustrated an empirical analysis of factors of socio-cultural changes in the upland societies. Under various forces of changes, the peasant's reactions were to shift from a traditional subsistence base into four modes of production: (1) upland rice cultivation mixed with cash crops, (2) subsistence crops with part time laborers, (3) full commercial crops and 4) wage laborers. In addition, the study found that the adaptations of peasants differed by ethnicity. Different ethnics adapted to the changes at different speeds but the trend went in the same direction from subsistence to commercial agriculture. The indigenous ethnic groups (Laven and Yaheun) preserved their subsistence-based agriculture with gradual attempts at cash crops, while the other groups (mainly new comers such as Lao, Taoi and Kmu) focused on a cash-oriented production.

Keywords: Upland Peasants, Markets, Socio-Cultural Change, Laos.

[1]. Blaikie, P. and Brookfield, H. Land Degradation and Society, (London: Methuen Publishers, 1987 : 2)
[2]. Andreatta, S. and Parlier, A. The political Ecology of Small-Scale Commercial Fishermen in Carteret County, North Carolina, Human Organization. 69(2), 2010, 180-181.
[3]. Stewards, J., The Concept and Method of Cultural Ecology, The Theory of Cultural Change. (Urbana: University of Illinois Press, 1955: 30-42.
[4]. Sutton, M.Q. and Anderson, E.N. Introduction to Cultural Ecology. second ed. (U K:Altamira Press, 2010: 131 - 132)
[5]. Lenkeit, E.R. Introducing Cultural Anthropology. (New York: McGraw Hill, 2001: 254-255)
[6]. Santasombat, Y. , Flexible Peasants: Reconceptualizing the Third World's Rural Types. (Chiang Mai: Within Design Co.,Ltd., 2008: 9)

Abstract: Organizations face many challenges and managing role stress has assumed great importance due to its debilitating effects on employees and organizations. Organisation role stress is due to the problems within the organisation probably due to roles being not properly allocated, role expectation being higher, inadequate resources, lack of personal inadequacy, role erosions and role stagnation due to lack of modern and technical facilities. Work plays a central role in the lives of many people, and thus the impact of occupational stress is an important issue both for individual employees and the organizations in which they work. Stress experienced at work can have adverse outcomes for the well-being of individual employees and organization as whole. The mush room growths of technical educational institutions in educational sector change the organizational climate at the institutions. Because of the entry of private institutions and foreign universities, the staff working in the educational institute is expected to play many roles other than their major role. This affects their performance and also leads to a stressful life. The present study has made an attempt to analyze the role stress among the staff working in private educational institutions.

Keywords: organisation role stress, role stressors, role ambiguity,

[1]. Scheuler 1980, Stress makes you sick', The Hindu, Apr. 25, Pg.6.
[2]. Luthans 1995,'The Prettiest addiction you might have', personnel Today, Vol. XXIV, No.2.
[3]. Robbins, S., P. (2001). Organizational Behavior .Upper Saddle River: Prentice-Hall
[4]. Selye H. 1976. The Stress of Life, New York: McGraw-Hill
[5]. Clark, L. A., & Watson, D. (1991) ―Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications‖, Journal of Abnormal Psychology, pp100, 316-336.
[6]. Robert James A., Richard S. Lapidus and Lawrence B. Chanko (1997) ―Salesperson and Stress:The moderating Role of Locus of Control and Work Stressors & Felt Stressors‖, Journal of Marketing Theory & Research,5,3(summer),pp93 – 108.

Abstract: Sexual Harassment affects all women in some form or the other. Sexual Harassment at work is an extension of violence in everyday life and is discriminatory, exploitative, thriving in atmosphere of threat, terror and reprisal. Sexual harassment of women in organizational settings has recently become a topic of interest to researchers and the general public alike. Although numerous studies document its frequency, the development of conceptual models identifying antecedents and consequences of harassment has proceeded at a slower pace and is almost nonexistent in the Indian context. This paper presents a conceptual model of sexual harassment in the workplace using the systems thinking approach.

Key words: Sexual harassment, legal framework, employer obligation, systems thinking, conceptual model

[1]. Avani Mehta Sood, G (2008).ender Justice through Public Interest Litigation: Case Studies from India, Vand. J. Transnat‟l . 833, 866–875
[2]. Apparel Export Promotion Council v. A.K. Chopra, A.I.R. 1999 S.C. 625 (India).
[3]. Bina Srinivasan, (1999), Dealing with sexual harassment at the workplace: Impasse Continues, 34(37) Econ. & Pol. Wkly.,
[4]. CEDAW (1992) Committee. General Recommendation No. 19. para. 17. Further Actions and Initiatives to Implement the Beijing Declaration and Platform for Action. (2000).A/RES/S-23/3. para. 59.
[5]. Fitzgerald, L. F., & Shullman, S. L. (1993). Sexual harassment: A research analysis and agenda for the 1990s. Journal of Vocational Behavior, 42, 5–27.

Abstract: The research sought to establish university students' understanding of lifelong learning and how these students are influenced to be lifelong learners (LLL). A sample of 114 was randomly selected from the university's five schools. Questionnaires were distributed as data collection tools and findings analysed using SPSS. Findings revealed that respondents assumed that LLL was for working adult students housed in the Institute of Lifelong Learning. The concept of LLL is not common among people in communities and schools. Students associated LLL with learning in the confines of a classroom/lecture room and this being for adults who missed the opportunity of learning during their school days. The study established that the majority of students learnt about LLL when they came to the university and understood in principle, that LLL has no boundaries and it embraces formal, informal and non-formal education. Students were influenced to be lifelong learners through media, friends and family. The role of LLL in people's lives from the students' perspectives was the development of skills, competencies, innovation and creativity. The university should come up with a programme that orients students with issues of LLL so that students understand what LLL is all about and an awareness programme to be carried out in the schools. This programme should aim to reach out to school pupils and communities to develop the desire to learn, read and improve oneself.

Key Words: Lifelong learning, perceptions,

[1]. Barret, R.(1998) Liberating the Corporate Soul. Boston. Butterworth- Heinemann
[2]. Bengtsson, (2009) National Strategies for Implementing Lifelong Learning (LLL); An InternationalPerspective. PASCAL International Observatory, http://www.obs-pascal.com.
[3]. Bourdieu, P. (1986) The forms of capital, in: J.G. Richardson (ed.): Handbook for Theory and Research for the Sociology of Education, 1986, pp... 241 – 258
[4]. Brahim, F. A. (2007) Thesis for the Doctor of Philosophy "Medical Students‟ Perceptions of Lifelong Learning at Indiana University School of Medicine"
[5]. Day, C. (1998) Developing Teachers.New York, Taylor & Francis Inc.

Abstract: This study investigates the impact of Ebola on West African Economies through the trade channel, articles from relevant journals and trade data of West African countries were gathered from National Bureau of Statistics, and other relevant organizations', previous literatures on the relationship between health, trade and growth were also discussed. It was discovered that Ebola virus will affect the GDPs of West African economies of Liberia, Sierra Leone and Guinea more than Nigeria

[1]. Alemu Z, Roe T, and Smith R, 2005, " Impact of HIV on Total Factor Productivity", Bulletin Number 05-02
[2]. Arndt C. and J.D. Lewis (2000). "The Macro Implications of HIV/AIDS in South Africa: A Preliminary Assessment," South African Journal of Economics, 68(5): 856-87.
[3]. Arndt, C., And J.D. Lewis (2001) " The HIV/ AIDS pandemic in South Africa: Sectoral Impacts and Unemployment", Journal of International Development, 13:427-449
[4]. Badiane O. (1991): " Regional Agricultural Markets and Development Strategies in West Africa", Quarterly Journal of International Agriculture vol 30, No 1
[5]. Biekpe N and Gossel S. (2013): "Economic growth, trade and capital flows: A causal analysis of post liberalized South Africa", Journal of International Trade and Economic Development, vol 23, No. 6, 815-836.

Abstract: In Kenya, subjects that students choose influence their careers a lot since the Ministry of Education (MOE) requires that secondary school students register for a minimum of seven and a maximum of nine subjects when they join form three. These subjects are grouped into various categories including; Sciences, Languages, Humanities, Technicals and Foreign languages. Agriculture is grouped among the many Technical subjects, which students only select one, despite its prospects in several careers like veterinary medicine, zoology, forestry and teaching among others. This situation of subject choice is the same in Uriri Sub-County where several technical subjects are offered. In the recent past, the number of students taking Agriculture has recorded an increase though it is not documented the key factors contributing to this. This study sought to explore the extent to which information on subject choice is received by Agriculture students. It also sought to determine the influence of career awareness and teaching methods on the choice to study Agriculture among secondary school students in Uriri Sub-County. The study employed ex-post facto research design. The target population in the study was 262 form three Agriculture students in Uriri Sub County. 152 Agriculture students were drawn by proportionate stratified random sampling. A closed ended questionnaire was used to collect data. Data collection was preceded by a pilot test whose analysis resulted in a reliability coefficient of 0.78 indicating that the instrument was reliable. Data was analysed using SPSS package version 22 and presented using frequencies, percentages, means and standard deviations. Inferential statistics (chi-square) was used test hypotheses at α=0.05. The study found that there was sufficient subject choice information in schools. Career awareness was found to be high as well as influence of teaching methods. Career awareness did not have any statistically significant influence on the choice of Agriculture while Agriculture teaching methods was found to have statistically significant influence on the choice of Agriculture.

Key words: Agriculture subject, career awareness, secondary school students, subject choice, teaching methods

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[3] T. Gazi, (2008). Education in Bangladesh. Retrieved from http://www.siteresources.worldbank.org.html
[4] A. U. Ajidagba, Factors influencing the choice of Islamic studies in the Nigerian secondary schools, doctoral diss., Department of Arts and Social Sciences, University of Ilorin, 2010.
[5] Kenya Institute of Education. Secondary education syllabus, volume two. (Nairobi: KIE, 2002).